This book features case studies from teachers, leaders and educational professors on inclusion in schools. Using a conception of inclusion that acknowledges issues of race, gender, class, sexual orientation, religion and ability, this book provides readers with a useful blend of theory and practice. Each case is situated in a school setting and offers readers opportunities to learn about the complexities and challenges associated with issues of exclusion and to develop practices that support inclusion.
We are living in a context fraught with tensions, conflicts and injustices of every kind. Griffiths and Ryan offer us hope not by providing easy answers, on the contrary by presenting us with an opportunity to reflect, to look into our inner self, our own value system, our own biases, our own prejudices and encouraging us to engage in responsive leadership - a leadership that is spurred by strong ethical behaviour. Each case provides the reader with an opportunity for growth. It is indeed a timely work, to be recommended.
Christopher Bezzina, University of Malta and Uppsala University, Sweden.
I appreciate the pedagogical aspiration of this book: highlighting the dilemmas of inclusive practice, avoiding neat answers and provoking us to form our own conclusions. It brings inclusion out into the open for discussion. It challenges us to enter into debates about what inclusion really means, in practice not just in ambition. It is an unsettling book, without resolutions, reflecting the realities of lived experience but with a desire to move beyond the experiential to forge principles for inclusive practice.
Professor Trevor Gale, Head, School of Education, The University of Glasgow